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ERIC Number: EJ1026558
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0013-1857
Overcoming the Philosophy/Life, Body/Mind Rift: Demonstrating Yoga as Embodied-Lived-Philosophical-Practice
Ergas, Oren
Educational Philosophy and Theory, v46 n1 p74-86 2014
Philosophy's essence depicted by Socrates lies in its role as pedagogy for living, yet its traditional treatment of "body" as a hindrance to "knowledge" in fact severs it from life, transforming it into "an escape from life" (James, 1978, p. 18). The philosophy/life dichotomy is thus an inherent flaw preventing philosophy as traditionally taught and engaged in, from fulfilling its original goal. Recent rejections of the Cartesian nature of Western curriculum, such as O'Loughlin's "Embodiment and Education: Exploring creatural existence" (2006), constitute an important theoretical paradigm shift, yet still fail to translate to substantial pedagogies which explore the "body" and its relation to "mind" directly. This article suggests a reorientation of philosophy teaching from its present disembodied pedagogy, towards an embodied-lived-philosophical practice. By the description and exemplification of modern postural yoga (De Michelis, 2004) I will depict the twofold role of the 'body' in philosophy teaching: 1) The "body" as pedagogical vehicle serving the emergence of philosophical discourse, and 2) The body as yielding livingness to mean embodied-lived-philosophy as opposed to disembodied-lofty-philosophical escape from life. It will thus be suggested that yoga be incorporated as an integral part of philosophy teaching reclaiming its educational ethos.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A